Saturday, November 21, 2009

My Bookmarks and Annotations 11/21/2009

Posted from Diigo. The rest of my favorite links are here.

Wednesday, November 18, 2009

My Bookmarks and Annotations 11/18/2009

  • "Visuwords™ online graphical dictionary — Look up words to find their meanings and associations with other words and concepts. Produce diagrams reminiscent of a neural net. Learn how words associate.

    Enter words into the search box to look them up or double-click a node to expand the tree. Click and drag the background to pan around and use the mouse wheel to zoom. Hover over nodes to see the definition and click and drag individual nodes to move them around to help clarify connections.

    * It's a dictionary! It's a thesaurus!
    * Great for writers, journalists, students, teachers, and artists.
    * The online dictionary is available wherever there’s an internet connection.
    * No membership required.

    Visuwords™ uses Princeton University’s WordNet, an opensource database built by University students and language researchers. Combined with a visualization tool and user interface built from a combination of modern web technologies, Visuwords™ is available as a free resource to all patrons of the web."

    tags: visuwords™, graphical, visualization, dictionary, thesaurus, free

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Tuesday, November 17, 2009

My Bookmarks and Annotations 11/17/2009

Posted from Diigo. The rest of my favorite links are here.

Monday, November 16, 2009

My Bookmarks and Annotations 11/16/2009

Posted from Diigo. The rest of my favorite links are here.

Saturday, November 14, 2009

My Bookmarks and Annotations 11/14/2009

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Friday, November 13, 2009

My Bookmarks and Annotations 11/13/2009

  • "Since 2004, the annual ECAR Study of Undergraduate Students and Information Technology has sought to shed light on how information technology affects the college experience. We ask students about the technology they own and how they use it in and out of their academic world. We gather information about how skilled students believe they are with technologies; how they perceive technology is affecting their learning experience; and their preferences for IT in courses. The ECAR Study of Undergraduate Students and Information Technology, 2009 is a longitudinal extension of the 2004, 2005, 2006, 2007, and 2008 studies. It is based on quantitative data from a spring 2009 survey of 30,616 freshmen and seniors at 103 four-year institutions and students at 12 two-year institutions; student focus groups that included input from 62 students at 4 institutions; and review of qualitative data from written responses to open-ended questions. In addition to studying student ownership, experience, behaviors, preferences, and skills with respect to information technologies, the 2009 study also includes a special focus on student ownership and use of Internet-capable handheld devices.

    Citation for this work: Smith, Shannon, Gail Salaway, and Judith Borreson Caruso, with an Introduction by Richard N. Katz. The ECAR Study of Undergraduate Students and Information Technology, 2009 (Research Study, Vol. 6). Boulder, CO: EDUCAUSE Center for Applied Research, 2009, available from"

    tags: socialnetworking, facebook, technology, research, survey, students, ecar

  • tags: socialnetworking, facebook

  • The impetus for the summit came in response to an increased public interest in neuroscience research and how it might
    inform the teaching/learning process. Brain science is a key element in the rich milieu of knowledge contributing to the
    science of learning. Future research and efforts to translate it and communicate findings for use in practical settings by the
    education community and others must occur as a multidisciplinary effort.
    Successful translation and application of brain science research for use in practical settings has inspired new areas of focus
    such as neuroethics and neuroeconomics. Like other professionals, educators are eager to harness and decipher findings in
    neuroscience and related disciplines to inform the design of instructional strategies and learning environments whether it be
    a school classroom or informal educational setting. With research advances in areas such as memory, attention, and stress,
    information about how people learn is becoming readily available and educators are eager to translate it for their use.


  • * FREE license for homes, schools & non-profits
    * Supported by tasteful advertising
    * Includes all basic GreenPrint features
    * 32-bit XP/Vista

    tags: software, printing, green, environment, tools, freeware, print, windows

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Thursday, November 12, 2009

My Bookmarks and Annotations 11/12/2009

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Wednesday, November 11, 2009

My Bookmarks and Annotations 11/11/2009

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Tuesday, November 10, 2009

My Bookmarks and Annotations 11/10/2009

  • Demonstrates Scale of items ranging from a grain of rice down to an atom

    tags: science, cells, biology, scale, Interactive, size, genetics, atom

  • K-12 technology leaders are under increasing pressure to justify current and proposed technology expenditures. Value of Investment (VOI) is a CoSN project to help schools to better understand the costs and benefits of proposed technology related projects. Much as corporations use Return on Investment (ROI) to evaluate the worth of these projects, schools should perform a similar evaluation. However, there is a fundamental difference between K-12 and business goals: a business exists to make money; business technology projects are in place to increase top line revenue and/or decrease overall costs. The business of schools is education; schools need to understand their educational goals and how investments in technology will support them.

    tags: edtech, technology, research, assessment, planning, indicators, tco, voi

Posted from Diigo. The rest of my favorite links are here.

Monday, November 09, 2009

Brain Research and Visual Learning

I had the opportunity to hear Wes Fryer keynote today at the 1-1 Laptop Conference in Chicago. He used a stat that I have heard before and have debated a little.

The idea is:

"What we see travels to the brain 60X faster than what we hear"

We discussed it afterward because I have recently looked at that information for another presentation that I was working on. I think it should actually be:

"At any one time 60X more information can travel to the brain from the eyes than from the ears"

Did some research tonight to confirm my off the head numbers today and here is what I found...

Optical nerve fibers = 1,200,000
Several spots on the web - here it is from Wikipedia:

Auditory nerve fibers - 20,000 - 30,000 depending on the source
wikipedia has it at 30K

At 20K you get the 60X number

1,200,000/20,000 = 60

That would just impact the amount of information that could be carried at any one time. It is all electrical impulses traveling somewhere between 66-96% of the speed of light (not sure of the speed through the human nerve - but those are the figures for electricity depending on the substance it is moving through). Since neither the eye or the ear are much further from each other, I am not sure it matters.

From: by Ian Jukes, Ted McCain, and Lee Crockett

"30% or the nerve cells in the brain are dedicated to sight, while only 8% are for touch and a mere 3% for hearing"

I conclude the rest must be for touch/smell. So 73% of the sensory neurons we can reach during instruction are dedicated to sight.

There are some numbers out there that seem to imply the greater effectiveness of sight as a sensory source. Any brain researchers out there that want to weigh in on this one?

- Or -

Does anyone else have anything else out there to help confirm/deny this information and the actual true meaning of it all?

Wednesday, November 04, 2009

My Bookmarks and Annotations 11/04/2009

  • The ITEST program responds to current concerns and projections about the growing demand for professionals and information technology workers in the U.S. and seeks solutions to help ensure the breadth and depth of the STEM workforce. ITEST supports research studies to address questions about how to find solutions. It also supports the development, implementation, testing, and scale-up of implementation models. A large variety of possible approaches to improving the STEM workforce and to building students’ capacity to participate in it may be implemented and studied. ITEST projects may include students or teachers, kindergarten through high school age, and any area of the STEM workforce. Projects that explore cyberlearning, specifically learning with cyberinfrastructure tools such as networked computing and communications technologies in K-12 settings, are of special interest.

    tags: Grants

  • "Frequently Asked Questions

    In addition to the Frequently Asked Questions below, you may also wish to explore a searchable archive of more than 600 EECBG Program questions and answers available here."

    tags: Grants

  • Over $2.7 billion in formula grants are now available to U.S. states, territories, local governments, and Indian tribes under the Energy Efficiency and Conservation Block Grant (EECBG) Program, funded for the first time under the American Recovery and Reinvestment Act of 2009. This Program, authorized in Title V, Subtitle E of the Energy Independence and Security Act of 2007 (EISA) and signed into Public Law (PL 110-140) on December 19, 2007, provides funds to units of local and state government, Indian tribes, and territories to develop and implement projects to improve energy efficiency and reduce energy use and fossil fuel emissions in their communities. The Program is administered by the Office of Weatherization and Intergovernmental Programs (WIP) in the Office of Energy Efficiency and Renewable Energy (EERE) of the U.S. Department of Energy (DOE).

    tags: Grants

  • U.S. Secretary of Education Arne Duncan today announced the Department's priorities for grants under the $650 million Investing in Innovation Fund (i3). The fund, which is part of the historic $5 billion investment in school reform in the American Recovery and Reinvestment Act (ARRA), will support local efforts to start or expand research-based innovative programs that help close the achievement gap and improve outcomes for students.

    "We're making an unprecedented investment in cutting-edge ideas that will produce the next generation of school reforms," Secretary Duncan said. "The i3 competition will provide seed money for fresh ideas, help grow promising programs with a good track record and scale up programs with proven results to a national level."

    Individual school districts or groups of districts can apply for the i3 grants, and entrepreneurial nonprofits can join with school districts to submit applications. Colleges and universities, companies and other stakeholders can be supporters of the projects.

    Applicants must demonstrate their previous success in closing achievement gaps, improving student progress toward proficiency, increasing graduation rates, or recruiting and retaining high-quality teachers and principals.

    tags: Grants

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Tuesday, November 03, 2009

My Bookmarks and Annotations 11/03/2009

Posted from Diigo. The rest of my favorite links are here.